GGY315120

2020 — 2025

LIVE

YES

NO

NO

PDF generated on: 2022-04-07 13:01:28 AEST https://www.tasc.tas.gov.au/

Geography

LEVEL 3 15TCE CREDIT POINTS

COURSE CODE

COURSE SPAN

COURSE STATUS

READING AND WRITING STANDARD

MATHEMATICS STANDARD

COMPUTERS AND INTERNET STANDARD

The study of geography draws on learners' curiosity and wonder about the diversity of the world'splaces and their peoples, cultures and environments

It enables learners to appreciate the complexity of our world and the diversity of its environments, economies and cultures. Learners can usethis knowledge to promote a more sustainable way of life and awareness of social and spatial inequalities. In the senior secondary years,geography provides a structured, disciplinary framework to investigate and analyse a range of challenges and associated opportunitiesfacing Australia and the global community. These challenges include rapid change in biophysical environments, the sustainability of places,dealing with environmental risks and the consequences of international integration. Geography as a discipline values imagination, creativityand speculation as modes of thought. It provides a systematic, integrative way of exploring, analysing and applying the concepts of place,space, environment, interconnection, sustainability, scale and change. The application of conceptual knowledge in the context of an inquiry,and the application of geographical skills, constitute 'thinking geographically' - a uniquely powerful way of viewing the world. Through thestudy of Geography learners develop the ability to identify, evaluate and justify appropriate sustainable approaches to geographical issues, aswell as skills in communication, investigation, analysis, numeracy, problem solving and decision-making. They will also have a much deeperunderstanding of the interconnections between places and the dynamic nature of the world in which they live.

Rationale

The study of geography draws on learners’ curiosity and wonder about the diversity of the world’s places and their peoples, cultures andenvironments. It enables learners to appreciate the complexity of our world and the diversity of its environments, economies andcultures. Learners can use this knowledge to promote a more sustainable way of life and awareness of social and spatial inequalities.

In the senior secondary years, geography provides a structured, disciplinary framework to investigate and analyse a range of challengesand associated opportunities facing Australia and the global community. These challenges include rapid change in biophysicalenvironments, the sustainability of places, dealing with environmental risks and the consequences of international integration.

Geography as a discipline values imagination, creativity and speculation as modes of thought. It provides a systematic, integrative wayof exploring, analysing and applying the concepts of place, space, environment, interconnection, sustainability, scale and change. Theapplication of conceptual knowledge in the context of an inquiry, and the application of geographical skills, constitute ‘thinkinggeographically’ – a uniquely powerful way of viewing the world. 

Through the study of Geography learners develop the ability to identify, evaluate and justify appropriate sustainable approaches togeographical issues, as well as skills in communication, investigation, analysis, numeracy, problem solving and decision-making. Theywill also have a much deeper understanding of the interconnections between places and the dynamic nature of the world in which theylive. 

Aims

Geography aims to develop learners’:

knowledge and understanding of the challenges affecting the sustainability of places; changing land covers; and globalisation ina range of spatial contextsunderstanding and application of the concepts of place, space, environment, interconnection, sustainability, scale and changethrough inquiries into geographical phenomena and issuescapacity to be accomplished, critical users of geographical inquiry and skills, and have the ability to think and communicategeographicallyability to identify, evaluate and justify alternative responses to the geographical challenges facing humanity, and propose andjustify actions taking into account environmental, social and economic factors.

Learning Outcomes

On successful completion of this course, learners will be able to:

undertake geographical inquiry, applying key geographic concepts - place, space, environment, interconnection, sustainability,scale and change, and the assessment of geographical phenomena and issuesapply knowledge of geographical processes to changes in placesrelate changes in places to the outcome of creating changes in communitiesdiscuss the nature, rate, extent, causes - including natural hazards - and consequences of local and regional land cover changesassess land cover changes caused by human impactevaluate the nature and causes of globilisation and its spatial, economic, political and social consequencesexplore contemporary issues - including sustainability of places, human impact on land cover changes and the ways peopleadapt to and resist the forces of globalisation - and propose individual and collective action, taking into account geologicalfactors, and predict outcomes of proposed actionsapply geographical inquiry skills and a range of skills, including geographical technologies and fieldwork (refer to WorkRequirements), to investigations related to: places and their challenges, human impact on land cover change and globalisationapply time management, planning and investigative skills to geographical inquiry and studycorrectly use geographical terms when discussing issues and conceptscommunicate geographical information, ideas, issues and arguments using appropriate written, oral and cartographic forms,and using numeric, tabular and graphic mathematical representations.

Access

This course is designed for learners who are interested in the interconnections between people, places and environments. It challengeslearners to become informed decision makers through their understanding of the key geographic concepts of place, space,environment, interconnection, sustainability, scale and change.

Learners enrolled in this course are required to be able to work as directed in fieldwork situations.

Pathways

Geography is designed for learners who have an interest in the physical and human environments. Study for this course providespreparation for career areas such as environmental management, town planning, Geographic Information Systems (GIS), architecture,journalism, policy development, economics, law, demographic studies, cartography, statistical analysis, teaching and a range of othercareers in the fields of science and the humanities.

Resource Requirements

Learners of this course require access to topographical maps, spatial technologies (as available) and Population Reference Bureau DataSheets. 

Course Size And Complexity

This course has a complexity level of 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and usejudgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self andothers are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this levelare often those characteristic of an AQF Certificate III.

This course has a size value of 15. 

Course Requirements

Senior Secondary Geography has two (2) interrelated strands: Geographic Knowledge and Understanding and Geographic Inquiry andSkills. These strands are used to organise the geography learning from Foundation to Year 12. In Geography, the two strands build onstudents’ learning from the Foundation to Year 10 Geography curriculum. These two strands will be integrated in flexible andmeaningful ways into THREE (3) units of study, each of which includes ONE (1) depth study:

Unit 1: Sustainable Places

Depth study: Challenges faced in a megacity in a developing country

Unit 2: Human Impact on Land Cover Change

Depth study: EITHER

o A. Anthropogenic climate change, OR

o B. Initiatives to address land cover change

Unit 3: Globalisation

Depth study: EITHER 

o A. International economic integration, OR

o B. International cultural integration.

The Geographical Inquiry and Skills strand is common to each unit.

The Geographical Knowledge and Understanding strand is contextual and specific to each unit.

Each unit of study, including the required depth study, is compulsory, however the order of delivery of the units is not prescribed. Thetopics within each unit can be taught sequentially or in an integrated manner.

This course has a design time of 150 hours.

It is recommended that approximately ten (10) hours of design time be spent on each of the required depth studies.

Learners of Geography must undertake a minimum of nine (9) hours of fieldwork. Fieldwork can be undertaken as a part of any unit.

Course Content

GEOGRAPHICAL INQUIRY AND SKILLS

Geographical Inquiry is a process by which students learn and deepen their understanding. It involves individual or group investigationsthat start with geographical questions and proceed through the collection, interpretation, analysis and evaluation of information to thedevelopment of conclusions and proposals for actions. Inquiries may vary in scale and geographic context.

Geographical Skills are the techniques that geographers use in their investigations undertaken during fieldwork and in classrooms.Students learn to think critically about the methods used to obtain information and to represent, analyse and interpret it, and tocommunicate findings. 

Key skills developed through the study of Geography include:

Observing, questioning and planning

formulates geographical inquiry questionsplans a geographical inquiry with clearly defined aims and appropriate methodology.

Collecting, recording, evaluating and representing

collects geographical information incorporating ethical protocols from a range of primary and secondary sourcesrecords observations in a range of graphic representations using technologies and information and communicationtechnologiesevaluates the reliability, validity and usefulness of geographical sources and information.

Interpreting, analysing and concluding

analyses geographical information and data from a range of primary and secondary sources and a variety of perspectives todraw reasoned conclusions and make generalisations identifies and analyses relationships, spatial patterns and trends, and makes predictions and inferences.

Communicating

communicates geographical information, ideas, issues and arguments using appropriate written, numeric, oral, cartographicand graphic formscorrectly uses geographical language in appropriate contexts to demonstrate geographical knowledge and understanding.

Reflecting and responding

applies generalisations to evaluate alternative responses to geographical issues at a variety of scalesproposes individual and collective action, taking into account environmental, social and economic factors; and predicts theoutcomes of the proposed action.

  

GEOGRAPHICAL KNOWLEDGE AND UNDERSTANDING

Geographical Knowledge refers to facts, generalisations, principles, theories and models developed in the study of Geography. Thisknowledge is dynamic and its interpretation can be contested. Opinions and conclusions must be supported by evidence and logicalargument.

Geographical Understanding is the ability to see the relationships between items of knowledge and construct explanatory frameworks toillustrate these relationships. It is also the ability to apply this knowledge to new situations or to solve new problems.

Depth Studies are individual research tasks that are comprehensive and thorough studies of a given aspect of each unit. They will applycourse content to specific contexts and develop critical thinking.

 

Unit 1: Sustainable Places

(Approximately 35% of design time)

Places

Urbanisation

This topic examines the process of urbanisation, its implications for world population growth, human wellbeing and urban and ruralplaces. Learning will include:

World population distribution and densityDemographic indicators of world population growth, economic development and personal wellbeing (PRB Data Sheet)Patterns of urbanisation past, present and futureCauses of urbanisation (push and pull factors, rural/urban drift)Impacts of urbanisation (economic, social and environmental) and solutions, for example, short and long-term andmanagement strategies.

Rural/urban interconnections

This topic examines the relationships and connections between urban and rural places. Learning will include:

Employment/economic interrelationships between urban and rural places, for example, commuters, fly in – fly out workforce,urban dependency for rural produce and rural dependency on specialised urban servicesConflict in resource use, for example, water use for agriculture versus urban consumption.

In studying the topics above, examples at global, regional and local scales will be considered along with examples from Developed(MDCs) and Developing (LDCs) worlds, and from Urban and Rural and Remote places.

Population distribution in Australia

This topic examines the spatial distribution of metropolitan, regional, rural and remote places in Australia, and the factors that havecontributed to this. Learning will include:

Social, historical, environmental, economic and political influences on metropolitan, regional, rural and remote places inAustralia.

Population and economic change in Australia 

This topic examines the changing demographic characteristics and economic functions of metropolitan, regional, rural and remoteplaces in Australia. Learning will include:

Age/sex differences in various placesEmployment/economic transition from Primary to Secondary and Tertiary sectors.

 

Challenges facing places

Challenges for rural and remote places in Australia 

This topic examines some of challenges for rural and remote places in Australia, including Indigenous communities. Learning willinclude:

Ageing of and declining population Loss of servicesLimited employment and educational opportunities Economic and health disadvantages.

Challenges for urban places in Australia 

This topic examines some of the challenges in metropolitan and regional cities in Australia. Learning will include:

Infrastructure e.g. transport, water, provision of power, waste disposal (provision and maintenance of infrastructure) Social, cultural and economic divisionsInterface between urban and rural transition zones e.g. water and food source and security, land degradation and habitat loss. 

 

Depth study

Challenges faced in a megacity in a developing country 

Guidelines for this depth study:

A depth study investigating significant challenges faced by ONE megacity of choice in a developing country. Challenges may includerapid population growth, ad hoc development, environmental degradation, waste collection/disposal, social/economic division, provisionand maintenance of infrastructure etc.

Learners will investigate:

the nature, scope and causes of the selected challenges being addressed and the implications for the selected megacity the range of strategies used to address the selected challenges and how these compare with, and/or have been informed by,responses implemented in other developing and developed world megacities the extent to which the strategies adopted have been, or could be, informed by the concept of sustainability the strategies adopted and an assessment of how these have enhanced the sustainability and liveability of the megacity. 

 

Unit 2: Human Impact on Land Cover Change

(Approximately 35% of design time)

This unit examines the impact of anthropogenic climate change and direct human activity on the earth’s land cover. Study of this unitmust include examples from different regions and countries and at different scales (local, national or global). It will also considerexamples from MDCs and LDCs.

 

Anthropogenic climate change

The processes – nature, rate, extent, causes, impacts and consequences - of anthropogenic climate change, including increasingfrequency of extreme weather events and its impact on the earth’s land cover. This must include ALL of the following:

glacier and ice sheet retractionrising sea levels leading to land cover losscropland/pasture loss and/or degradationdesertificationcoral reef loss and/or degradation.

 

Direct human actions resulting in land cover change 

The processes – nature, rate, extent, causes, impacts and consequences - of direct human actions resulting in land cover change. Thismust include at least FIVE of the following:

deforestationthe expansion and intensification of agriculturerangeland modificationland and soil degradationirrigationland drainageland reclamationurban expansionmining.

The following considerations offer guidance to the study of this unit:

the identification and classification of land cover change using remotely sensed images and aerial photographs the interpretation of data sourced from geographical technologies and fieldwork to explain the nature, rate, extent, impactsand consequences of land cover change world population growth, growing affluences, advances in technology and their impact on the rate and extent of land coverchange 

the differences in the process of land cover change between countries due to factors such as government policy, institutionalarrangements, land ownership, type of economy, ideology and culture, in addition to the range of physical factors the impacts of land cover change on local and regional environments. 

 

Depth Study

Learners must complete ONE of the following two depth studies:

EITHER

A. Anthropogenic climate change 

Guidelines for this depth study:

A depth study to investigate the links between changes in ONE specific land cover, chosen from the Anthropogenic Climate Change listabove, and changes in global climate caused by human activity.

Learners will investigate:

the relationship between the land cover change and anthropogenic climate change and the long-term impact of climate changeon the land coverthe causes, rate and projected impacts of global anthropogenic climate change on land cover changelocal and/or international initiatives designed to address the effects of global climate change on the land cover. 

OR

B. Initiatives to address land cover change

Guidelines for this depth study:

A depth study, using fieldwork and/or secondary sources, to investigate how land cover change due to human activity is beingaddressed and evaluated.

Learners select ONE existing program that addresses human induced land cover change in order to investigate all of the following:

approaches to land cover restoration and rehabilitation, and the mitigation of future land cover changes, for example, debt-for-nature swaps and preservation strategies a program designed to address the issue of land cover change and its consequences at a local scale (for example, coast dunerehabilitation, urban zoning regulations) the selected program’s environmental, economic, and social benefits and costsan assessment of the program’s effectiveness an evaluation of alternative approaches to the restoration and rehabilitation of the area being studied using the concept ofsustainability to determine which approach has the potential to address the issue into the future.

 

Unit 3: Globalisation

(Approximately 30% of design time) 

Process of globalisation

Learning will include:

Definition of globalisationOverview of the potential spatial, economic, social, political, cultural, technological, transport and temporalconsequences/impacts of globalisation.

 

Impact of enhanced technology and transport 

This topic examines the influence of enhanced/new technology and transport on world trade, global financial markets, internationalcorporate/retail branding and the centralised hubs for literature, music, film and media. Learning will include:

Consider international trade/security agreements such as the EU, ASEAN, APEC, OPEC, NATO, G8, G20 etc. Which countries areincluded and which aren’t?Global brands, profits and production processThe inter-dependence of global financial markets. Benefits, for example, economic development of LDCs, convergence ofnational policies, access to greater pool of investment funds, and possible negatives, for example, GFC, most funds arecontrolled by a relative few MDCs, increasing economic dichotomy between MDCs and most LDCsSaturation of world media with common content and diminishing diversity of ownership.

 

Impact of cities

This topic examines the economic and cultural importance of world cities as centres for cultural innovation, transmission and integrationof ideas. Learning will include:

Re-emphasise the increasing rate of world population moving into citiesStudy role of cities as the centres for ideas and innovation that can quickly disseminate globally, for example, fashion,technology, franchises, global protestReview how cities are more likely to facilitate the pluralistic nature (major urban pull factor) of globalisation in areas such asreligion, culture, business, entertainment, language, recreation and architecture.

 

Shift in global economic power

This topic examines the growth of China and India as global economic powers and the relative economic decline but sustained culturalinfluence of the United States of America (USA) and Europe. Learning will include:

Major influences of economic growth and economic decline in above regions and other regions of the world Impact of economic growth and economic decline in above regions and other regions of the world The sustained cultural influence of the USA and Europe on other regions of the world.

 

Depth study

Learners must complete ONE of the following two depth studies:

EITHER

A. International economic integration

Guidelines for this depth study:

A depth study, using fieldwork and/or secondary sources, to investigate the changing spatial distribution of production andconsumption (and, where appropriate, re-use) of a selected commodity, good or service.

Learners will make reference to ONE of the following:

a mineral ore or fossil-based energy resourcea food or fibre-based commoditya complex manufactured commoditya commodity typical of the ‘weightless’ or service based economy.

For the selected commodity, good or service, learners will investigate, as applicable:

the changes occurring in the spatial distribution of its production and consumption, and the geographical factors responsiblefor these changes the role played by technological advances in transport and/or telecommunications in facilitating these processes the role played by the reduction or elimination of the barriers to its movement between countries the role played by enterprises in the internationalisation of its production and consumption 

implications of these changes for people, places and the biophysical environment at a variety of scales, including the local likely future changes in the nature and spatial distribution of its production and consumption the ways people and places embrace, adapt to, or resist the forces of international integration the spatial, economic, social and geopolitical consequences of these responses.

OR

 B. International cultural integration

Guidelines for this depth study:

A depth study, using fieldwork and/or secondary sources, to investigate an example of cultural diffusion, adoption and adaptation andits consequences for the cultural geography of places. 

Reference will be made to ONE element of culture, such as fashion, a sport or leisure activity, music, religion, language, architecture orpolitical ideas.

For the selected element of culture, learners will investigate the following as applicable:

the process of diffusion and its spatial outcomesthe role played by technological advances in transport and/or telecommunications in its diffusionthe role played by transnational institutions and/or corporations in its dispersion the role played by media and emerging technologies in its generation and dispersion implications of these changes for people and places at a range of scales including local likely future changes in its nature and spatial distribution the ways people embrace, adapt to, or resist international cultural integration the spatial, economic, social and geopolitical consequences of these responses.

Work Requirements

Learners will develop a range of geographic skills, including:

those pertaining to the use of a topographic map – including symbols, scale and distance, direction, location, elevation, crossprofile/section, sketch/précis maps, and description and explanation of geographic features from topographic mapsthe interpretation and use of spatial technologies (as permitted by available resources), such as the Global Positioning System(GPS), Google Earth, Geographic Information Systems (GIS) and the use of satellite imagesthe use of the Population Reference Bureau Data Sheetconstruction, interpretation and analysis of line graphs, bar and column graphs, cumulative and percentage graphs, pie graphs,scatter graphs, triangular graphs and population pyramids (age-sex histograms) and climate graphs.

Work requirements for depth studies

Guidelines: See the specific guidelines for what learners will investigate for each depth study.

Presentation:

a written report between 1250 and 1500 words, plus graphic devices such as diagrams, charts, cartographic and mathematicalrepresentations.organizational features such as headings, sub-heading and bullet points may be usedappropriate referencing must be used. See information in TASC's Academic Integrity Guide.

Learners will complete a total of three (3) depth studies meeting these requirements.

Assessment

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to helplearners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment forsummative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomesspecified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity andcomparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained fromthe external assessments will be used in addition to internal ratings from the provider to determine the final award.

Quality Assurance Process

The following processes will be facilitated by TASC to ensure there is:

a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learnerscommunity confidence in the integrity and meaning of the qualification.

Process - TASC gives course providers feedback about any systematic differences in the relationship of their internal and externalassessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

External Assessment Requirements

The external assessment for this course will comprise:

a written examination assessing criteria: 3, 4, 5 and 6.

For further information see the current external assessment specifications and guidelines for this course available in the SupportingDocuments below.

Criteria

The assessment for Geography Level 3 will be based on the degree to which the learner can: 

1. collect and categorise information2. plan, organise and complete activities3. communicate geographical ideas and information*4. identify and apply geographical concepts to geographical phenomena*5. identify geographical processes and their relation to geographical change*6. identify geographical issues or challenges and possible solutions*7. apply geographical inquiry skills

* = denotes criteria that are both internally and externally assessed

Standards

Criterion 1: collect and categorise informationThe learner:

Rating A Rating B Rating C

locates a wide range* of primary and secondarysources relevant to an investigation or issue 

locates a range* of primary andsecondary sources relevant to aninvestigation or issue

locates a limited range* ofprimary and secondary sourcesrelated to an investigation orissue

selects and competently uses geographical toolsand methods to effectively collect and organiseinformation

selects and uses geographical tools andmethods to collect and organiseinformation

uses geographical tools andmethods to collect and organiseinformation

selects and uses appropriate and useful categoriesto methodically organise information for analysisof relationships, spatial patterns and trends

selects and uses categories toeffectively organise information toindicate relationships, spatial patternsand trends

uses given categories to organiseinformation to indicaterelationships, spatial patterns andtrends

evaluates relevance and relative significance ofinformation to an investigation or issue.

analyses relevance and relativesignificance of information to aninvestigation or issue.

assesses relevance and relativesignificance of information to aninvestigation or issue.

*Range of primary and secondary sources: has dimensions of number (how many sources) and scope of types (for example, experimentaldata, books, academic articles, internet, interview, film/video etc.)

Criterion 2: plan, organise and complete activitiesThe learner:

Rating A Rating B Rating C

selects and uses techniques and equipmentrelated to geography investigations safely,competently and methodically, in familiarand unfamiliar contexts

selects and uses techniques andequipment related to geographyinvestigations safely, competently andmethodically in familiar contexts

uses techniques and equipment related togeography investigations safely andcompetently in familiar contexts

identifies time, resources and equipmentneeded to complete activities, and developsa systematic, coherent plan

identifies time, resources andequipment needed to completeactivities, and develops a coherentplan

identifies time, resources and equipmentneeded to complete activities, anddevelops a plan

reflects – orally and/or in writing – onprogress towards meeting goals andtimelines; critically evaluates progress toplan future actions

reflects – orally and/or in writing – onprogress towards meeting goals andtimelines; analyses progress to planfuture actions

reflects – orally and/or in writing – onprogress towards meeting goals andtimelines, articulating some ways in whichgoals may be met in the future

meets specified timelines and addresses allrequired task elements with a high degreeof accuracy.

meets specified timelines andaddresses all required task elements.

addresses most elements of a requiredtask in the proposed time frame.

Criterion 3: communicate geographical ideas and informationThis criterion is both internally and externally assessed.

The learner:

Rating A Rating B Rating C

selects, constructs and uses appropriate written,oral, cartographic and mathematicalrepresentations* to accurately and effectivelyconvey meaning, adapting representations tospecific audiences and purposes

selects, constructs and usesappropriate written, oral,cartographic and mathematicalrepresentations* to accuratelyconvey meaning

constructs and uses written, oral,cartographic and mathematicalrepresentations* appropriate to thetask 

communicates complex ideas and coherent andsustained explanations effectively, selecting andcorrectly using appropriate language for specificaudiences and purposes

communicates complex ideas andcoherent explanations clearly,selecting and correctly usingappropriate language

communicates ideas and explanationsclearly, correctly using appropriatelanguage

evaluates effectiveness of selectedcommunication in specific contexts

analyses effectiveness of selectedcommunication in given contexts

assesses effectiveness ofcommunication in given contexts

clearly identifies the information, images, ideasand words of others used in the learner’s work

clearly identifies the information,images, ideas and words of othersused in the learner’s work 

differentiates the information, images,ideas and words of others from thelearner’s own

clearly identifies sources of the information,images, ideas and words that are not thelearner’s own. Referencing conventions andmethodologies are followed with a high degreeof accuracy

clearly identifies sources of theinformation, images, ideas and wordsthat are not the learner’s own.Referencing conventions andmethodologies are followed correctly

identifies the sources of information,images, ideas and words that are notthe learner’s own. Referencingconventions and methodologies aregenerally followed correctly

creates appropriate, well structured referencelists/ bibliographies.

creates appropriate, structuredreference lists/bibliographies.  

creates appropriate referencelists/bibliographies.

*Mathematical representations are defined as numeric, tabular and graphic.

Criterion 4: identify and apply geographical concepts to geographicalphenomenaThis criterion is both internally and externally assessed.

The learner:

Rating A Rating B Rating C

correctly references key geographical concepts*in the evaluation of geographical phenomena

correctly references key geographicalconcepts* in the analysis of geographicalphenomena

correctly identifies keygeographical concepts* in theassessment of geographicalphenomena

explains interconnections between people,places and environments

describes interconnections betweenpeople, places and environments

identifies interconnectionsbetween people, places andenvironments

evaluates geographical significance andconsequences of interconnections betweenpeople, places and environments

analyses geographical significance andconsequences of interconnectionsbetween people, places and environments

assesses geographicalsignificance and consequencesof interconnections betweenpeople, places andenvironments

interprets data and information to analyse spatialdistributions, patterns and associations at arange of scales and in different contexts, andmakes reasoned predictions about plausiblefuture changes

interprets data and information to explainspatial distributions, patterns andassociations at a range of scales and indifferent contexts, and predicts plausiblefuture changes

interprets data and informationto describe spatial distributions,patterns and associations at arange of scales and in differentcontexts

selects supportive examples and analyses theirrelevance to geographical ideas and principles.

selects supportive examples and explainstheir relevance to geographical ideas andprinciples.

selects supportive examples andassesses their relevance to

geographical ideas andprinciples.

*Key geographical concepts are defined as place, space, environment, interconnection, sustainability, scale and change.

Criterion 5: identify geographical processes and their relation to geographicalchangeThis criterion is both internally and externally assessed.

The learner:

Rating A Rating B Rating C

explains geographical processes that causechanges in places, and evaluates the outcomeof creating change in communities

describes geographical processes thatcause changes in places, and analysesthe outcome of creating change incommunities

identifies geographical processesthat cause changes in places, andassesses the outcome of creatingchange in communities

interprets data and information to analyse thenature, rate and extent of local and regionalland cover changes

interprets data and information toexplain the nature, rate and extent oflocal and regional land cover changes

interprets data and information todescribe the nature, rate and extentof local and regional land cover

evaluates human impact on land cover change  analyses human impact on land coverchange

assesses human impact on landcover change

explains the nature of globalisation, andevaluates geographical processes that causeglobalisation

explains the nature of globalisation, andanalyses geographical processes thatcause globalisation

describes the nature of globalisation,and assesses geographical processesthat cause globalisation

evaluates spatial, economic, political and socialconsequences of globalisation 

analyses spatial, economic, political andsocial consequences of globalisation

describes some spatial, economic,political and social consequences ofglobalisation

analyses how geographical processes ofchange have spatial consequences in placesand environments at a range of scales, andevaluate the role of contexts

explains how geographical processes ofchange have consequences in placesand environments at a range of scales indiffering contexts

describes how geographicalprocesses of change affect placesand environments at different scales

selects supportive examples and evaluatestheir relevance to geographical change andconsequences.

selects supportive examples andanalyses their relevance to geographicalchange and consequences.  

selects supportive examples andassesses their relevance togeographical change andconsequences.

Criterion 6: identify geographical issues or challenges and possible solutionsThis criterion is both internally and externally assessed.

The learner:

Rating A Rating B Rating C

describes relevant geographical background toan issue and explains its key components

identifies relevant geographicalbackground to an issue and describesits key components 

identifies relevant geographicalbackground to an issue and lists itskey components

evaluates alternate views on a geographicalissue or challenge, and analyses how decision-making is informed by interactingenvironmental, economic and social factors ata range of scales

analyses alternate views on ageographical issue or challenge, andexplains how decision-making isinformed by interacting environmental,economic and social factors

distinguishes alternate views on ageographical issue or challenge, andidentifies the role of environmental,economic and social factors indecision-making

proposes and justifies individual and collectiveactions in response to a contemporarygeographical issue or challenge, and analysesprobable outcomes of the action over a rangeof spatial and temporal scales

proposes and justifies individual andcollective actions in response to acontemporary geographical issue orchallenge, and describes probableoutcomes of the action over time

proposes plausible individual andcollective actions in response to acontemporary geographical issue orchallenge, and describes possibleoutcomes of the action over time

selects supportive examples and evaluatestheir relevance to geographical issues orchallenges and their probable solutions.

selects supportive examples andanalyses their relevance togeographical issues or challenges andtheir probable solutions.

selects supportive examples andassesses their relevance togeographical issues or challenges andtheir possible solutions.

Criterion 7: apply geographical inquiry skillsRelated to undertaking geographic inquiry, the learner:

Rating A Rating B Rating C

composes clearly structured geographical inquiryquestions, explaining their connections toobservations; designs comprehensive inquiry, clearlystating aims and explaining appropriate methodologyin detail

expresses geographical inquiry questions,discussing their connections toobservations; designs inquiry, clearlystating aims and describing appropriatemethodology

expresses geographicalinquiry questions; designsinquiry, clearly stating aimsand appropriatemethodology

evaluates reliability of sources of geographical dataand information

analyses reliability of sources ofgeographical data and information

assesses reliability ofsources of geographicaldata and information

critically analyses relevant multivariate data andinformation to draw evidence-based conclusions 

analyses relevant multivariate data andinformation to draw evidence-basedconclusions

interprets relevantmultivariate data andinformation to drawevidence-basedconclusions

evaluates a geographical inquiry design and explainssignificant limitations and sources of error, withreference to evidence.

analyses a geographical inquiry designand describes significant limitations andsources of error.

describes limitations andsources of error ingeographical inquirydesign.

Glossary Of Terms Used In Standards

Analyse Consider in detail for the purpose of finding meaning or relationships, and identifying patterns, similarities and differences.

Apply Use, utilise or employ in a particular situation.

Assess Determine the value, significance or extent of (something).

Coherent Orderly, logical, and internally consistent relation of parts.

Communicates Conveys knowledge and/or understandings to others.

Complex Consisting of multiple interconnected parts or factors.

Critically analyse Examine the component parts of an issue or information, for example the premise of an argument or interpretation and its plausibility,illogical reasoning or faulty conclusions.

Critically evaluate Evaluation of an issue or information that includes considering important factors and available evidence in making critical judgementthat can be justified.

Describe Give an account of characteristics or features.

Design Plan and evaluate the construction of a product or process.

Develop In English: begin to build an opinion or idea.

Discuss Talk or write about a topic, taking into account different issues and ideas.

Distinguish Recognise point(s) of difference.

Evaluate Provide a detailed examination and substantiated judgement concerning the merit, significance or value of something.

Explain Provide additional information that demonstrates understanding of reasoning and/or application.

Familiar Previously encountered in prior learning activities.

Identify Establish or indicate who or what someone or something is.

Investigate Plan, collect and interpret data/information and draw conclusions about.

Justify Show how an argument or conclusion is right or reasonable.

Locate Identify where something is found.

Manipulate Adapt or change.

Non-routine Non-routine problems: Problems solved using procedures not previously encountered in prior learning activities.

Reasonableness Reasonableness of conclusions or judgements: the extent to which a conclusion or judgement is sound and makes sense.

Reasoned Reasoned argument/conclusion: one that is sound, well-grounded, considered and thought out.

Representations Words, images, symbols or signs to convey meaning.

Select Choose in preference to another or others.

Structured Arranged in a given organised sequence.

Sustained Consistency maintained throughout.

Unfamiliar Not previously encountered in prior learning activities.

Qualifications Available

Geography Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

Award Requirements

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from the 11 ratings (7 from theinternal assessment, 4 from external assessment).

The minimum requirements for an award in Geography Level 3 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)  10 ‘A’ ratings, 1 ‘B’ rating (3 ‘A’ ratings, 1 ‘B’ rating from external assessment)

HIGH ACHIEVEMENT (HA)  4 ‘A’ ratings, 5 ‘B’ ratings, 2 ‘C’ ratings (1 ‘A’ rating, 2 ‘B’ ratings and 1 ‘C’ rating from external assessment)

COMMENDABLE ACHIEVEMENT (CA)  6 ‘B’ ratings, 4 ‘C’ ratings (2 ‘B’ ratings, 2 ‘C’ ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)  9 ‘C’ ratings (3 ‘C’ ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)  5 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who failsto show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

Course Evaluation

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed bythe experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formalconsideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possibleconsequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide thedevelopment of any replacement course.

Course Developer

The Department of Education acknowledges the significant leadership of Robert Owens and Debbie Claridge in the development of thiscourse.

Expectations Defined By National Standards In Content Statements Developed by ACARA

The statements in this section, taken from Australian Senior Secondary Curriculum: Geography endorsed by Education Ministers as theagreed and common base for course development, are to be used to define expectations for the meaning (nature, scope and level ofdemand) of relevant aspects of the sections in this document setting out course requirements, learning outcomes, the course contentand standards in the assessment.

Geographical Inquiry and Skills

All units

Observing, questioning and planning

Formulates geographical inquiry questions (ACHGE054)Plans a geographical inquiry with clearly defined aims and appropriate methodology (ACHGE0055)

Collecting, recording, evaluating and representing

Collects geographical information incorporating ethical protocols from a range of primary and secondary sources (ACHGE056)Records observations in a range of graphic representations using (……) technologies and information and communicationtechnologies (ACHGE057)* Evaluates the reliability, validity and usefulness of geographical sources and information (ACHGE058)

Interpreting, analysing and concluding

Analyses geographical information and data from a range of primary and secondary sources and a variety of perspectives toreasoned conclusions and make generalisations (ACHGE059)Identifies and analyses relationships, spatial patterns and trends and makes predictions and inferences (ACHGE060)

Communicating

Communicates geographical information, ideas, issues and arguments using appropriate written and/or oral, cartographic andgraphic forms (ACHGE061)Uses geographical language in appropriate contexts to demonstrate geographical knowledge and understanding (ACHGE062)

Reflecting and responding

Applies generalisations to evaluate alternative responses to geographical issues at a variety of scales (ACHGE063)Proposes individual and collective action, taking into account environmental, social and economic factors; and predicts theoutcomes of the proposed action. (ACHGE064)

 

Geographical Knowledge and Understanding

Unit 2: Sustainable places

Places

The process of urbanisation, its implications for world population growth, human wellbeing and urban and rural places(ACHGE039)The economic and environmental interdependence of urban and rural places (ACHGE040)The spatial distribution of metropolitan, regional, rural and remote places in Australia, and the factors that have contributed tothis (ACHGE041)The changing demographic characteristics and economic functions of metropolitan, regional, rural and remote places inAustralia. (ACHGE042)

Challenges facing places

An overview of challenges for rural and remote places in Australia (......) (ACHGE043)An overview of challenges in metropolitan and regional cities in Australia (ACHGE044)An overview of challenges faced in megacities in developing countries. (ACHGE045)

 

Depth study of challenges facing a megacity in a developing country

A depth study investigating significant challenges faced by one megacity in a developing country.

Learners select significant selected challenges in a megacity to investigate:

the nature, scope and causes of the selected challenges being addressed and the implications for the selected megacity(ACHGE050)the range of strategies used to address the selected challenges and how these compare with, and/or have been informed by,responses implemented in other developing and developed world megacities (ACHGE051)the extent to which the strategies adopted have been, or could be, informed by the concept of sustainability (ACHGE052)the strategies adopted and an assessment of how these have enhanced the sustainability and liveability of the megacity.(ACHGE053)

 

Unit 3: Land cover transformations

Overview: nature, extent, causes and consequences of land cover change

The identification and classification of land cover change using remotely sensed images and aerial photographs (ACHGE065)The interpretation of data sourced from (……) technologies and fieldwork to explain the nature, rate, extent and consequencesof land cover change (ACHGE066)World population growth, growing affluences, advances in technology and their impact on the rate and extent of land coverchange and biodiversity (ACHGE067)The differences in the process of land cover change between countries due to factors such as government policy, institutionalarrangements, land ownership, type of economy, ideology and culture, in addition to the range of physical factors (ACHGE068) The relationship between the land cover change and climate change and the long-term impact of climate change on the landcover (ACHGE071)The impacts of land cover change on local and regional environments. (ACHGE072)

Depth study of the interrelationship between land cover change and changes in global climate

A depth study to investigate the links between changes in land cover and changes in global climate.

The causes, rate and projected impacts of global climate change on landcover change (ACHGE075)A local initiative designed to address the effects of global climate change on the land cover. (ACHGE078)  

Depth study of a program to address land cover change

A depth study, using fieldwork and/or secondary sources, to investigate how land cover change is being addressed and evaluated.

Learners select ONE existing program that addresses land cover change in order to investigate:

approaches to land cover restoration and rehabilitation, and the mitigation of future land cover changes, for example, debt-for-nature swaps and preservation strategies (ACHGE083) a program designed to address the issue of land cover change and its consequences at a local scale (for example, coast dunerehabilitation, urban zoning regulations) (ACHGE084) the selected program’s environmental, economic, and social benefits and costs (ACHGE085) an assessment of the program’s effectiveness (ACHGE086) an evaluation of alternative approaches to the restoration and rehabilitation of the area being studied using the concept ofsustainability to determine which approach has the potential to address the issue into the future. (ACHGE087)

 

Unit 4: Global transformations

Overview of international integration

The process of international integration, particularly as it relates to the transformations taking place in the special distributionand consumption and services, and the diffusion of ideas, meanings and values that continually transform and renew cultures(ACHGE099)Advances in transport and telecommunications technologies as a facilitator of international integration including their role inthe expansion of world trade, the emergence of global financial markets and the dissemination of ideas and culture throughcorporate, retail outlets, and the hubs of international literature, music, film and media (ACHGE100)

The economic and cultural importance of world cities in the integrated global economy and their emergence as centres ofcultural innovation, transmission and integration of new ideas about the plurality of life throughout the world (ACHGE101)The re-emergence of China and India as global economic powers and the relative economic decline but sustained culturalinfluence of the United States of America and Europe. (ACHGE102)

Depth Studies:

A. International Economic Integration

A depth study, using fieldwork and/or secondary sources, to investigate the changing spatial distribution of production andconsumption (and, where appropriate, re-use) of a selected commodity, good or service.

Learners should make reference to ONE of the following:

a mineral ore or fossil-based energy resourcea food or fibre-based commoditya complex manufactured commoditya commodity typical of the ‘weightless’ or service based economy.

For the selected commodity, good or service, investigate:

the changes occurring in the spatial distribution of its production and consumption, and the geographical factors responsiblefor these changes (ACHGE103)the role played by technological advances in transport and/or telecommunications in facilitating these processes (ACHGE104)the role played by the reduction or elimination of the barriers to its movement between countries (ACHGE105)the role played by enterprises in the internationalisation of its production and consumption (ACHGE106)implications of these changes for people, places and the biophysical environment at a variety of scales, including the local(ACHGE107)likely future changes in the nature and spatial distribution of its production and consumption (ACHGE108)the ways people and places embrace, adapt to, or resist the forces of international integration (ACHGE109)the spatial, economic, social and geopolitical consequences of these responses. (ACHGE110)

 

B. International cultural integration

A depth study, using fieldwork or secondary sources, to investigate an example of cultural diffusion, adoption and adaptation, and itsconsequences for the cultural geography of places. 

Reference should be made to ONE element of culture such as fashion, a sport or leisure activity, music, religion, language, architectureor political ideas.

For the selected element of culture investigate the following as applicable:

the process of diffusion and its spatial outcomes (ACHGE111)the role played by technological advances in transport and/or telecommunications in its diffusion (ACHGE112)the role played by transnational institutions and/or corporations in its dispersion (ACHGE113)the role played by media and emerging technologies in its generation and dispersion (ACHGE114)implications of these changes for people and places at a range of scales including local (ACHGE115)likely future changes in its nature and spatial distribution (ACHGE116)the ways people embrace, adapt to, or resist international cultural integration (ACHGE117)the spatial, economic, social and geopolitical consequences of these responses. (ACHGE118)

Accreditation

The accreditation period for this course is from 1 January 2020 to 31 December 2025.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondarycurriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version History

Version 1 – Accredited on 29 October 2019 for use from 1 January 2020 to 31 December 2023. This course replaces Geography

(GGY315115)  that expired on 31 December 2019.

Version 1.a - Renewal of Accreditation on 14 July 2021 for the period 31 December2021 until 31 December 2025, without amendments.

Appendix 1

AUSTRALIAN CURRICULUM GEOGRAPHY GLOSSARY

Anthropogenic That is the result of sustained direct human interactions with ecosystems.

Biophysical processes The atmospheric, biological, chemical and physical processes that take place in the lithosphere, hydrosphere, atmosphere andbiosphere. They can be further broken down, for example, soil- forming processes, mass wasting, cloud-forming processes, fluvialprocesses, marine processes, glacial processes and biogeochemical cycling.

Change The concept of change involves both time and space. Geographical phenomena are constantly changing, and can often be bestunderstood by investigating how they have developed over time periods ranging from a few years to thousands of years. This isimportant in helping learners to understand what is happening around them and to see their world as dynamic.

Cultural integration The increasing integration of the different cultures found throughout the world and the diffusion of a dominant ‘global culture’. It can beargued that the hybridisation of cultures is an outcome of the process.

Economic integration An outcome of the reduction or elimination of the barriers to the flow of goods, services and factors of production between nations. Thestated aims of economic integration are to reduce costs incurred by consumers and producers, and to increase trade between countries.

Enterprise An enterprise is an activity that produces goods and/or services. Enterprises are run for the benefit of an individual or a group ofindividuals. They can range in scale from a transnational corporation to home-based economic activities.

Environment/environments The term ‘environment’, where unqualified, means the living and non-living elements of the earth’s surface and atmosphere. It includeshuman changes to the earth’s surface, for example, croplands, planted forests, buildings and roads.

Fieldwork Fieldwork is an integral part of geographical learning. It provides a planned opportunity for learners to engage with the environment –to observe and investigate in the ‘real world’ the geographical phenomena, issues and processes studied in the classroom. It alsoenables learners to explore different perspectives or points of view on important geographical issues. There are multiple approaches tofieldwork ranging from the observational to the fully participatory. Fieldwork can be undertaken in a range of settings including schoolgrounds. It includes ‘virtual fieldwork’ – the use of the Internet to virtually visit a site and engage in a guided geographical inquiry. Avirtual field trip gives learners the opportunity to investigate geographical phenomena not normally accessible due to distance or cost.

Geographical inquiry methodologies An approach to the study focused on the development of a wide variety of skills such as observing, reading, gathering, organising,preparing, presenting, analysing, interpreting and synthesising geographic information from a variety of sources including spatialtechnologies and fieldwork. In short, it involves the skills needed to formulate questions and initiate, plan and implement an inquiryrelevant to a geographical issue, process or phenomenon.

Geographical processes The combination of physical and human forces that form and transform our world.

Globalisation In its broad sense, the term ‘globalisation’ refers to the diffusion of manufacturing, services, markets, culture, lifestyle, capital,technology and ideas across national boundaries and around the world. It also refers to the integration of these geographicallydispersed economic and social activities. The particular character of individual countries, regions and even localities interacts with thelarger scale general processes of change to produce quite specific outcomes (P. Dicken - Global Shift, 1992)

Hazards When the forces of nature combine to become destructive and have potential to damage the environment and endanger communities.

Hybridisation of cultures The process by which cultures around the world adopt a certain degree of homogenised global culture while clinging to aspects of theirown traditional culture.

Interconnection The concept of interconnection emphasises that no object of geographical study can be viewed in isolation. It is about the ways that

geographical phenomena are connected to each other through environmental processes, the movement of people, flows of trade andinvestment, the purchase of goods and services, cultural influences, the exchange of ideas and information, political power andinternational agreements. Interconnections can be complex, reciprocal or interdependent, and have a strong influence on thecharacteristics of places. An understanding of the significance of interconnection leads to holistic thinking and helps learners to see thevarious aspects of Geography as connected rather than separate bodies of knowledge.

International integration The term international integration refers to a process whereby the nature of the relationship among economic or cultural entitieschanges in ways that erode the autonomy or uniqueness of each and make them part of a larger aggregate.

Liveability Liveability is concerned with the quality of space and the built environment. The concept of liveability has been linked to a range offactors, for example, quality of life, health, sense of safety, access to services, cost of living, comfortable living standards, mobility andtransport, air quality and social participation.

Megacity Typically defined as a metropolitan area with a total population in excess of 10 million.

Natural hazard Atmospheric, hydrological and geomorphic processes and events in our environment that have the potential to affect people adversely.

Perspective A way of viewing the world, the people in it, their relationship to each other and their relationship to communities and environments.

Place Places play a fundamental role in human life. The world is made up of places, from those with largely natural features, for example, anarea of rainforest, to those with largely constructed features such as the centre of a large city. Places are where we live and grow up. Ourmost common relationships are likely to be with people in the same place. The environmental and human qualities of places influenceour lives and life opportunities. Places are, therefore, cultural constructs. They are sites of biodiversity; locations for economic activity;centres of decision-making and administration; sites for the transmission and exchange of knowledge and ideas; meeting places forsocial interaction; sources of identity, belonging and enjoyment; and areas of natural beauty and wonder. They are where major eventsoccur, from natural disasters and financial crises to sporting events.

Places can also be laboratories for the comparative study of the relationships between processes and phenomena, because theuniqueness of each place means that similar processes and influences can produce different outcomes in different places.

The importance of Country/Place to Aboriginal and Torres Strait Islander Peoples is an example of the interaction between culture andidentity, and shows how places can be invested with spiritual and other significance.

Rural and remote The Australian Bureau of Statistics defines ‘rural’ as any area which is not part of any urban area. Urban areas in Australia are defined aspopulation clusters of 1,000 or more people, with a density of at least 200 people per square kilometre. The remoteness of a place isdetermined by the physical distance of a location from the nearest urban centre.

Scale The concept of scale is used to analyse phenomena and look for explanations at different spatial levels, from the personal to the local,regional, national and global. Different factors can be involved in explaining phenomena at different scales. For example, in studies ofvegetation, climate is the main factor at the global scale, but soil and drainage may be the main factors at the local scale. Deciding onthe appropriate scale for an inquiry is therefore important.

Scale is also involved when geographers look for explanations or outcomes at different levels. Local events can have global outcomes.For example, the effects of local actions such as permanent vegetation removal on global climate. National and regional changes canalso have local outcomes, as in the effects of economic policies on local economies.

Scale, however, may be perceived differently by diverse groups of people and organisations, and can be used to elevate or diminish thesignificance of an issue, for example, by labelling it as local or global.

Space The concept of space includes location, spatial distribution and the organisation of space. Location plays an important role indetermining the environmental characteristics of a place, the viability of an economic activity or the opportunities open to an individual,but the effects of location on human activities also depend on the infrastructure and technology that link places, and the way these aremanaged by businesses and governments.

Spatial distribution, the second element in the concept of space, underlies much geographical study. The geographical characteristics ofplaces have distributions across space that form patterns, and the analysis of these patterns contributes to an understanding of the

causes of these characteristics and of the form they take in particular places. Spatial distributions also have significant environmental,economic, social and political consequences. (Students learn to identify and evaluate these consequences and the policies that could beadopted to respond to them.)

The organisation of space concerns how it is perceived, structured, organised and managed by people within specific cultural contexts,and how this creates particular types of spaces.

Spatial distribution The arrangement of geographical phenomena or activities across the surface of the Earth.

Spatial technologies Any software or hardware that interacts with real-world locations. The use of spatial technologies forms the basis of many geographers’work practice. The Global Positioning System (GPS), Google Earth, geographic information systems (GIS) and the use of satellite imagesare the most commonly used spatial technologies to visualise, manipulate, analyse, display and record spatial data.

The use of spatial technologies is integral to the inquiry and skills process. The spatial technology application links geographic locationsto information about them so you can:

find information about places across the globe or locallyanalyse relationships between locationsmake decisions on the location of facilitiesmap the demographics of target marketsintegrate maps with information from a variety of sources.

Sustainability The concept of sustainability is used as a way to evaluate decisions and proposals as well as to measure the capacity of something to bemaintained indefinitely into the future. It is used to frame questions, evaluate the findings of investigations, guide decisions and planactions about environments, places and communities.

Thinking geographically To think geographically involves the application of the discipline’s organising concepts to investigation of geographical issues andphenomena. It involves conceptual knowledge – the ideas we use to enhance our knowledge and understanding of the world. Theorganising concepts in senior secondary Geography are place, space, environment, interconnection, sustainability, scale and change.

Urbanisation The increasing percentage, or proportion of a population, living in urban areas of a country. The term ‘level of urbanisation’ is oftenused.

Variety of scales The geographical view of processes and phenomena at different levels on a continuum from the local to the international and globalscales. It may include: comparative studies at the same scale, studying the same issue and phenomenon at a range of scales, or seekingexplanations at a different scale to the one being studied.

PDF generated on: 2022-04-07 13:01:28 AEST https://www.tasc.tas.gov.au/

Supporting documents including external assessment material

GGY315115 Assessment Report 2016.pdf (2017-07-21 01:05pm AEST)

GGY315115 Exam Paper 2016.pdf (2017-07-21 01:05pm AEST)

GGY315115 Exam Paper 2017.pdf (2017-11-23 05:05pm AEDT)

GGY315115 Data Sheet 2017.pdf (2017-11-23 05:33pm AEDT)

GGY315115 Information Sheet 2017.pdf (2017-11-23 05:33pm AEDT)

GGY315115 - Geography Marking Guide 2017.pdf (2018-01-02 01:43pm AEDT)

GGY315115 Assessment Report 2017.pdf (2018-03-02 09:48am AEDT)

GGY315115 Geography TASC Exam Paper 2018.pdf (2018-12-09 09:45am AEDT)

GGY315115 - Assessment Panel Report 2018.pdf (2019-03-01 02:03pm AEDT)

GGY315115 - 2018 Exam, Data and Information Sheet.pdf (2019-03-04 04:46pm AEDT)

GGY315115 Geography TASC Exam Paper_Data_Information Sheet 2019.pdf (2020-01-08 10:04am AEDT)

GGY315115 Assessment Report 2019.pdf (2020-02-05 01:20pm AEDT)

Geography GGY315120 External Assessment Specifications - 2020-23.pdf (2020-03-18 03:03pm AEDT)

GGY315120 Geography TASC Exam Paper 2020.pdf (2020-11-18 07:12pm AEDT)

GGY315120 Assessment Report 2020.pdf (2021-01-13 10:33am AEDT)

GGY315120 Geography TASC Exam Paper 2021.pdf (2021-11-13 12:29pm AEDT)

© 2022 TASC. All rights reserved.